Tuesday, June 9, 2015

EXAM OUTLINE

PART A:  Theory /10
- harmonizing a melody, with a given melody and chord symbols

PART B: Music History /10
- listening to a pieces of music and analysing features to determine what era it is from

PART D: Music Analysis /30
- choice of three questions
- essay answer comparing different eras, forms, composers and techniques, using facts from learning to support your answer
- also including personal opinions on a topic related to music, society and technology

Monday, May 11, 2015

Reading Response 5: (LAST ONE!) - The Romantic Era in Music History

We are going to be learning about and composing in the style of the Romantic era. To prepare for this, read the websites below and watch the videos attached.

IPL on the Romantic Era
Thinkquest on the Romantic Era





Once you've watched and read a little, answer the following questions in a full paragraph response, at least 250 words:

  • how was the Romantic era different from the Classical era before it?
  • what were some of the major changes that took place in music and society in this era?
  • who were some of the major composers of the era and what did they accomplish? (pick 3-5)
  • what would it have been like to be a composer in Romantic era? 
Email your completed paragraph response to Ms. Simmons at lauren.simmons@tdsb.on.ca by Friday Dec 6.

Tuesday, May 5, 2015

New Composition Assignment: Historical Composition

(for FIRST year students)

We're going to do some exploration of music history using the tools of composition. You're going to pick ONE of the three composition tasks below and complete it. Each type of composition has a list of criteria, and you should do some listening to some examples to help you inform your compositions.

Choice 1: Medieval Modal Chant (this option for new music students only - not if you've already taken guitar with Ms. Simmons)
First: visit the Introduction to Scales and Modes Website. Here you'll find info about the different modes/scales and how they related to the major scales we have studied. Listen to the modes and the example pieces and find one you like.

  • Pick one of the Medieval Modes described above.
  • Write your composition, with 3 layers of chant: main melody, drone and counter-melody.
  • Should end and start on the same note, and should use a flowing rhythmic style.
  • Use voices or organ in your orchestration.
  • Total composition should be at least 16 bars long.

Choice 2: Renaissance Madrigal
First: read this brief article about Renaissance Madrigals (scroll down to the section on Madrigals). Visit Youtube and listen to a few examples.
  • Pick a major key you'd like to work in.
  • Write your composition, with at least 4 layers of melody.
  • Should end and start on the same note, and should have a playful, dance-like musical style.
  • Use woodwinds or simple strings in your orchestration.
  • Total composition should be at least 16 bars long.

Choice 3: Baroque Fugue
First: watch this video on the construction of a Fugue. If you need more resources you can also read this article about Fugues.
  • Pick a major or minor key.
  • Write your composition, with 4 layers.
  • Should end and start on the same note, and use some degree of imitation in the polyphony.
  • Use voices, strings or organ in your orchestration.
  • Total composition should be at least 16 bars long.
Your goal is not to create a piece that is theoretically accurate, but one that is musically accurate to the styles of each era.

No matter which option you pick, it should be ready to share with the class for Thursday, May 14.

Monday, May 4, 2015

Listening Portfolio #4: Baroque and Classical Era

We are going to listen to pieces that cover the major features of these important eras. Your job:
  1. Pick 3 (THREE) of the following pieces and 1 (ONE) of your choice.
  2. Listen to them. For the pieces below, visit http://tdsb.naxosmusiclibrary.com/ (see Ms. Simmons for password) or find a version on YouTube.
  3. Write a paragraph (150-200 words) response to EACH piece. In writing your response, consider the questions of the Critical Analysis Process:
Initial Reaction
  • What is your first impression of the music?
  • What does it remind you of?
  • What is your emotional reaction?
  • What puzzles you about this music? Do you have any questions?
  • Can you make any personal connections to it?
Description
  • rhythm - speed?
  • melody - improvisation?
  • harmony - major/minor?
  • texture - layers?
  • form - how is organized?
  • dynamics - loud, soft?
  • timbre - the instruments used?
  • other comments on the feel, mood or affect of the piece
Listening Portfolio Playlist #4: Baroque and Classical Era
  1. HANDEL - Overture to "Messiah" (starts slow, but second half is fast)
  2. BACH - Tocatta and Fugue in D minor (check out this version http://www.youtube.com/watch?v=ipzR9bhei_o)
  3. PURCELL - "Dido's Lament" from Dido and Aeneas
  4. VIVALDI - anything from The Four Seasons, but NOT Spring (you've heard it, believe me)
  5. LULLY - "Turkish March" or "Marche Royale"
  6. MOZART - Symphony no. 40 K550 1st Movement: Molto Allegro
  7. HAYDN -  Symphony no. 94 2nd movement (this will sound familiar)
  8. MOZART - Requiem - "Lacrimosa" if you're feeling sad or "Dies Irae" if you feel angry!
  9. SCARLATTI  or RAMEAU - anything that interests you
  10. ONE MORE PIECE OF YOUR CHOICE FROM THE BAROQUE OR CLASSICAL ERAS
These will be due emailed to lauren.simmons@tdsb.on.ca by Friday May 8



Monday, April 27, 2015

NEW WORK: First Year Students
Reading Reflection #4: The Baroque and Classsical Eras

The Baroque era is when music starts to use instruments more formally. You'll start to see names you recognize and the harmonies of the music will become more familiar. You can read about it here...

Baroque Era from Thinkquest
Hyper Music on Baroque Era

Watch the video below




The Classical era is the golden age of music composition. Instrumental music reaches a peak in this time with lots of familiar tunes and composers. Read below for more...

Classical Era from Thinkquest
Hyper Music on Classical Era

Watch the video below





Once you've read and watched and learned a bit, write a 200-300 word (1 page single spaced) reflection, addressing some if not all of the following questions and summarizing your findings. You may use point form.
  • What are the main features of music in the Baroque Era?
  • Who were the main figures of music in the Baroque Era?
  • What are some of the major changes or developments that happened from the Baroque Era in to the Classical Era?
  • Who were the main figures of music in the Classical Era?
  • Overall, how did music evolve through these two eras?
  • What features of Baroque and/or Classical  Era can we hear in music today?
Email your completed reflection on or before Friday May 1 to lauren.simmons@tdsb.on.ca



Second Year Students: Critical Analysis #3 - Baroque Era

Some of the most critical evolutions in the history of music occurred in this era - the evolution of the orchestra, opera, and most modern musical forms!

The Task:
Listening: Pick 5 (five) important pieces of music from the Baroque Era. You may need to do some research to figure out which were the most important pieces.

Writing: For each piece, write a four-paragraph analysis documenting the following:
1. Who wrote the piece, when, and why it was important to the Baroque Era.
2. Analysis of the piece according to the Elements of Music.
3. Your personal reflections on the piece (like a Listening Journal).
4. How the piece shows the evolution of music across the Baroque Era.

Final Product: 5 entries on 5 different pieces, 4 paragraphs each
Due: Friday, May 8


Monday, April 20, 2015

Next Composition Assignment: Influenced by Art

This week we are going to see the works of painter Jean-Michel Basquiat. You can read about his background here. AND In this article you can read about some of the musicians he influenced.

Basquiat.jpg


You are going to create a piece of music based on a work of art.

Steps to the Assignment

1. Pick a work of art. Here are some websites where you can see famous paintings:


Once you have chosen your work of art, email Ms. Simmons to let her know. Do this by Tuesday, April 21st.

2. Think about the painting you've chosen, and how you intend to capture it in music. Write a one-paragraph proposal explaining what the important features of the painting are, and how you intend to capture them in music. Do this by Wednesday, April 23rd.

3. Write your piece! It can be any style/genre you like, as long as it captures your work of art and is at least 2 minutes long. Do this by Thursday, April 30th.

So to summarize:
Selection of work of art due Tuesday, April 21st
One-paragraph proposal due Thursday, April 23rd
Share your piece with the class Thursday, April 30th

Monday, April 13, 2015

FIRST YEAR STUDENTS:
NEW: Listening Portfolio #3: Medieval and Renaissance Era

We are going to listen to pieces that prepare us to talk about these eras in music history. Your job:
  1.  Pick 3 (THREE) of the following pieces and 1 (ONE) of your choice.
  2. Listen to them. For the pieces below, visit http://tdsb.naxosmusiclibrary.com/ (see Ms. Simmons for password) or find a version on YouTube.
  3. Write a paragraph (250-300 words) response to EACH piece.
In writing your response, consider the questions of the Critical Analysis Process:

Initial Reaction
  • What is your first impression of the music?
  • What does it remind you of?
  • What is your emotional reaction?
  • What puzzles you about this music? Do you have any questions?
  • Can you make any personal connections to it?
Description
  • rhythm - speed?
  • melody - improvisation?
  • harmony - major/minor?
  • texture - layers?
  • form - how is organized?
  • dynamics - loud, soft?
  • timbre - the instruments used?
  • other comments on the feel, mood or affect of the piece
Listening Portfolio Playlist #3: Medieval and Renaissance Era
  1. Hildegard von Bingen - Veni Creator Spiritus
  2. Leonin - organum duplum
  3. Perotin - Sederunt Principes
  4. Victoria - O Magnum Mysterium
  5. Giovanni Palestrina - Missa Papae Marcelli "Gloria"
  6. Orlando di Lasso - Matona Mia Caro
  7. Thomas Morley - Now is the Month of Maying
  8. Guillaume de Machaut - Puis qu'en oubli
  9. Praetorius - Bransle
  10. one piece of your choice, from the Medieval or Renaissance Era

These will be due emailed to lauren.simmons@tdsb.on.ca by Friday April 17.

Wednesday, April 8, 2015


Next Composition Assignment: PLAYING WITH TEXTURE

FIRST YEAR STUDENTS



Ms. Simmons will teach (!) a lesson on texture.

For reference, consult this Resource for Guidelines About Texture (definitions, etc):

Steps to the Assignment:



  1. Write a MONOPHONIC melodic line at least 8 bars long, in C major or A minor. Start and end on the tonic/keynote.
  2. Record this as a track in a GarageBand file. Call it “textureyourlastname”.
  3. Write a POLYPHONIC counter-melody underneath your MONOPHONIC track. It should “fit” harmonically with your given melody - containing notes from similar chords. Total at least 8 bars.
  4. Record this as a 2nd track in your GarageBand file. Copy your melody and have it go a 2nd time with the POLYPHONIC part under.
  5. Write a HOMOPHONIC accompaniment part underneath your MONOPHONIC track. Use chords we have learned. Try to use mostly 2 chords per bar. Total at least 8 bars.
  6. Record this as a 3rd track in your GarageBand file. Copy your melody a 3rd time and have it go a 3rd time with the HOMOPHONIC part under.
  7. Make sure you properly complete a WRITTEN VERSION of the MONOPHONIC, POLYPHONIC and HOMOPHONIC parts. Ms. Simmons can help you with this.
TIMELINE:
By Fri April 10 → have written/recorded your melody
By Tues April 14 → have written/recorded your POLYPHONIC counter-melody
By Thurs April 16 → have written/recorded your HOMOPHONIC chords
By Fri April 17 → final version of all three ready for performance


SECOND YEAR STUDENTS
All of the above, plus an additional second POLYPHONIC COUNTER-MELODY.
SO: One melody, two POLYPHONIC counter-melodies, one HOMOPHONIC chord part.


Monday, April 6, 2015

Reading Reflection #3: The Medieval and Renaissance Eras

Our studies are going to shift to start looking at music history (fun!) so we're going to start by reading about the Medieval and Renaissance Eras.

Read all or some of the following websites:
Once you've read and watched and learned a bit, write a 200-300 word (1 page single spaced) reflection, addressing some if not all of the following questions:
  • What are the main features of music in the Medieval Era?
  • Who were the main figures of music in the Medieval Era?
  • What are some of the major changes or developments that happened from the Medieval Era in to the Renaissance Era?
  • Who were the main figures of music in the Renaissance Era?
  • Overall, how did music evolve through these two eras?
  • What features of Medieval or Renaissance Era can we hear in music today?
Email your completed reflection on or before Friday April 10th to lauren.simmons@tdsb.on.ca



Second Year Students: Critical Analysis #2 - Renaissance Era

Some of the most critical evolutions in the history of music occurred in this era - polyphony, tonality and the independence of composers, to name a few.

The Task:
Listening: Pick 5 (five) important pieces of music from the Renaissance Era. You may need to do some research to figure out which were the most important pieces.

Writing: For each piece, write a four-paragraph analysis documenting the following:
1. Who wrote the piece, when, and why it was important to the Renaissance Era.
2. Analysis of the piece according to the Elements of Music.
3. Your personal reflections on the piece (like a Listening Journal).
4. How the piece shows the evolution of music across the Renaissance Era.

Final Product: 5 entries on 5 different pieces, 4 paragraphs each
Due: Friday, April 10

Resources:
Music History: Renaissance
ThinkQuest: Renaissance Era
Youtube - Keynote on Renaissance Era
Youtube - About.com video

Friday, March 13, 2015

Environmental Arts Resources



- Michael Jackson - Earth Song
- Michael Jackson - Man in the Mirror
- Joni Mitchell - Big Yellow Taxi
- John Mayer - Waiting on the World to Change
- Rush - The Trees
- Sarah Slean - The Day We Saved the World
- The Submarines - You, Me and the Bourgeoisie
- Neil Young - After the Gold Rush
- Soundgarden - Hands All Over
- Marvin Gaye - Mercy Mercy Me (the Ecology)
- The Kinks - Apeman
- Jamiroquai - Emergency on Planet Earth
- R.E.M. - Cuyahoga

Environment Poems:


Environment Visual Art:


Examples of Students Work:

- Saving the Environment One Rap at a Time (https://www.youtube.com/watch?v=oCiPge36xHU)
- S.W.A.G. (Environmental) (https://www.youtube.com/watch?v=aVi92KaRYT4)


Friday, March 6, 2015

Fun Videos to Watch - Intro to Pop Music Structure

- Evolution of Music (Pentatonix): https://www.youtube.com/watch?v=lExW80sXsHs

Tuesday, March 3, 2015

Listening Portfolio # 2 - Pop Music
  1. Pick 1 (ONE) piece from each category and choose 1 (ONE) of your own (4 pieces total).
  2. Listen to them using the links.
  3. Write a paragraph (150-250 words) response to EACH piece.
  4. Write a summary (250-350 words) of your listening using the guiding questions below
In writing your response, consider the questions of the Critical Analysis Process:

Initial Reaction
  • What is your first impression of the music?
  • What does it remind you of?
  • What is your emotional reaction?
  • What puzzles you about this music? Do you have any questions?
  • Can you make any personal connections to it?
Description
  • rhythm - speed?
  • melody - improvisation?
  • harmony - major/minor?
  • texture - layers?
  • form - how is organized? Are there any patterns to how the piece is laid out?
  • dynamics - loud, soft?
  • timbre - the instruments used? the tone of the vocals?
  • lyrics - how are the lyrics and music linked?
  • other comments on the feel, mood or effect of the piece
Summary Guiding Questions

How did the songs you chose differ from each other? How were they the same?
What patterns did you notice in the songs?
What is different about the music you listened to from other forms of music (classical, jazz, film music, rap, EDM, etc)?

Listening Portfolio Playlist Number 2: Pop Music

Category 1
  1. Over the Rainbow (Harold Arlen, 1939) - http://youtu.be/1HRa4X07jdE
  2. Boogie Woogie Bugle Boy (The Andrews Sisters, 1941) - http://youtu.be/qafnJ6mRbgk
  3. Great Balls of Fire (Jerry Lee Lewis, 1957) - http://youtu.be/Jt0mg8Z09SY
  4. That’ll be the Day (Buddy Holly, 1957) - http://youtu.be/eq9FCBatl3A
Category 2
  1. Penny Lane (The Beatles, 1967) - http://youtu.be/wj0nIMyqPcU
  2. ABC (Jackson 5, 1970) - http://youtu.be/ho7796-au8U
  3. More than a Feeling (Boston, 1976) - http://youtu.be/fT6yVgcewk4
  4. What’s Love Got To Do With It (Tina Turner, 1984) - http://youtu.be/kcj2OyqU1Zs
Category 3
  1. Every Breath You Take (The Police, 1983; Puff Daddy/Faith Evans, 1997) - http://youtu.be/OMOGaugKpzsor http://youtu.be/mM0-ZU8njdo
  2. Black or White (Michael Jackson, 1991) - http://youtu.be/F2AitTPI5U0 (starts at 1:50)
  3. All Star (Smash Mouth, 1999) - http://youtu.be/L_jWHffIx5E
  4. Beautiful (Christina Aguilera, 2002) - http://youtu.be/eAfyFTzZDMM
Category 4
  1. One pop song of your own choice

These will be due emailed to mrchriswai@gmail.comby Monday, March 9.

Wednesday, February 25, 2015

Next Creation Assignment: Improvisation on the 12-bar Blues Progression

FIRST YEAR ASSIGNMENT:
By Tuesday, Feb 25,  you must create an improvisation over the 12-bar blues progression provided in the AMM folder. You may choose one or more different instruments to perform your solo improvisation, but you must use the upright bass/piano as back-up. The improvisation must be at least 36 bars long (eg, 3 times through the progression) (see example in the AMM 4M1 folder). You may add percussion, change tempo, and have more than 36 bars, but you cannot change the chord progression given. We will perform these on Tuesday, Feb 25.  

SECOND YEAR ASSIGNMENT:
You are going to write your own chord progression. It can have as many chords as you want but the basic progression should be 12 bars long. Some websites to get you started:
Once you have written your progression and played your bed track in to Garage Band, your requirements are the same. By Tuesday, Feb 25 you must create an improvisation over the 12-bar progression you recorded. You may choose one or more different instruments to perform your solo improvisation, but you must use the upright bass/piano as back-up. The improvisation must be at least 36 bars long (eg, 3 times through the progression) (see example in the AMM 4M1 folder). You may add percussion, change tempo, and have more than 36 bars, but you cannot change the chord progression given. We will perform these on Tuesday, Feb 25.



Thursday, February 19, 2015

First Year Students: Reading Response #2: The Blues

Read at least 2 of the following websites:
- What is the Blues? (PBS)
- Understanding the 12 Bar Blues (PBS)
- 12 Bar Blues for Dummies

Watch at least 2 of the following videos:
- 12 bar blues explained
- 12 bar blues on the piano
- How to play the 12 bar blues on guitar

Write a short paragraph reflection answering the following questions:
- What are the origins of the blues?
- Why are the blues important in modern music?

Next, use Google to find an example of piece that fits the 12 bar blues form:
- List the name, composer and artist of the piece you found

Write a short paragraph reflection answering the following questions:
- What is your first impression of the piece?
- What ideas come to mind, or what images occur to you?
- What does it remind you of?
- What instruments are used?
- What vocal sounds are used?
- What is the tempo (speed) of the piece?

Summary: To Hand In: 2 paragraphs - 1 reflection on the history/role of blues, 1 analysis of a piece you've found.

Due: Wednesday, February 25th, emailed to lauren.simmons@tdsb.on.ca by the start of class.

Monday, February 16, 2015

Continue:
- Composition #2 (Melody and Variations) for sharing on Friday Feb 20

Late Work:
- Listening Portfolio #1
- Composition #1
- Reading Response #1

Wednesday, February 11, 2015

FIRST YEAR STUDENTS: Melody and Variations Assignment
- You will take a given melody of 8-12 bars from the choices given to you
- Using Garage Band, you will write at least THREE VARIATIONS on the given melody

- 1st year: 8-12 bars per variation
- Remind yourself of some of the techniques: 
  • changing registers
  • changing instrumentation
  • adding parts or notes
  • changing key
  • diminuition
  • augmentation
  • inversion
  • retrograde
  • changing rhythm
  • changing harmony
WHERE TO FIND THE MELODIES:
- open the Desktop 1013 Folder - open 1013- Stu Share folder  - open folder called SIMMONS AMM
- there are 3 melodies there: "Twinkle", "Simple Gifts" and "Childhood Hymn"
- pick the one you like best!

WHERE TO FIND EXAMPLES OF VARIATIONS:
- visit Youtube.com and find the user name "leasidesimmons" - that's me
- find the PLAYLIST called "Melody Variations"
- check out the different versions that these composers have written using these melodies

YOUR MELODY AND VARIATIONS WILL BE PLAYED FOR THE CLASS on FRIDAY SEPT 20.

SECOND YEAR: World Music Variation Assignment

Pick a culture from outside North America. Write a piece using influences of that culture, at least 32 bars long. One idea would be take a melody you already know, and transplant it using the styles and influences of another culture.

YOUR PIECE WILL BE PLAYED FOR THE CLASS on FRIDAY FEB 20.
GRADE 11 (FIRST YEAR STUDENTS)
 
Go through the following websites:
And for find for midway through today's class a piece that you think has a great tune that you might wish to use in your next composition.

GRADE 12 (SECOND YEAR STUDENTS)

 Go through the following websites:
And decide for tomorrow which culture interests you the most and which you might wish to use in your next composition.

Reminders:
- email Listening Portfolio to lauren.simmons@tdsb.on.ca by the end of class today.

Monday, February 9, 2015

You should use today's class to continue work on the following:

First Year - Listening Portfolio #1
Second Year - Critical Analysis #1

And to study for tomorrow's theory quiz.

If you haven't completed the Composition #1, you may work on that.

Thursday, February 5, 2015

Second Year Students: Critical Analysis #1 - Medieval Era

Instead of Reading Responses and Listening Journals, you're going to work on completing 5 (five) written assignments that use your critical analysis skills, as well as research and writing skills to prepare you for post-secondary studies. I'll develop the evaluation rubric with you this week.

The Task:
Listening: Pick 5 (five) important pieces of music from the Medieval Era. You may need to do some research to figure out which were the most important pieces.

Writing: For each piece, write a four-paragraph analysis documenting the following:
1. Who wrote the piece, when, and why it was important to the Medieval Era.
2. Analysis of the piece according to the Elements of Music.
3. Your personal reflections on the piece (like a Listening Journal).
4. How the piece shows the evolution of music across the Medieval Era.

Final Product: 5 entries on 5 different pieces, 4 paragraphs each

Due: Wednesday, February 11
DUE TOMORROW: COMPOSITION #1 (Rhythm or Jingle)
LATE WORK: Reading Reflection Number 1

NEW WORK FOR TODAY: Listening Portfolio Number 1: Rhythm and Melody

We are going to listen to pieces that accentuate rhythm and melody in one way or another. Your job:
  1.  Pick 3 (THREE) of the following pieces and 1 (ONE) of your choice.
  2. Listen to them. For the pieces below, visit http://tdsb.naxosmusiclibrary.com/ (see Ms. Simmons for password) or find them on YouTube.
  3. Write a paragraph (250-300 words) response to EACH piece.
In writing your response, consider the questions of the Critical Analysis Process:

Initial Reaction
  • What is your first impression of the music?
  • What does it remind you of?
  • What is your emotional reaction?
  • What puzzles you about this music? Do you have any questions?
  • Can you make any personal connections to it?
Description
  • rhythm - speed?
  • melody - improvisation?
  • harmony - major/minor?
  • texture - layers?
  • form - how is organized?
  • dynamics - loud, soft?
  • timbre - the instruments used?
  • other comments on the feel, mood or affect of the piece

Listening Portfolio Playlist Number 1: Rhythm and Melody

  1. STRAVINSKY: Le sacre du printemps (The Rite of Spring) - Part I: Adoration of the Earth: The Augurs of Spring - Dances of the Young Girls
  2. DESMOND: Take Five
  3. MOZART: Serenade No. 13 in G major, K. 525, "Eine kleine Nachtmusik" - I. Allegro
  4. MANCINI: Breakfast at Tiffanys: Moon River
  5. VIVALDI: The 4 Seasons: Violin Concerto in E major, "La primavera" (Spring): I. Allegro
  6. ITAGAKI: Shutsujin (Departure to the Front) - Daiko (Drum)
  7. PROKOFIEV: Romeo and Juliet, Op. 64  - Act I: Dance of the Knights
  8. MUSSORGSKY: Pictures at an Exhibition (orch. M. Ravel) - V. Ballet of the Unhatched Chicks
  9. BERNSTEIN: West Side Story: Symphonic Dances - IV. Mambo
  10. and don't forget, one of your own choice!
These will be due emailed to lauren.simmons@tdsb.on.ca by Wednesday February 11.

Tuesday, February 3, 2015

Music Theory Day!

We will divide up into two different levels for music theory. Ms. Simmons will teach a short lesson to each level and then assign some tasks to help you check your learning. We will have a theory quiz on the material covered today Tuesday, February 10.

Level B (Beginners) Practice Material:
Note Naming Quiz
Rhythm See-saw Quiz
Nutty Time Signature Quiz
Rhythm Soccer Quiz (1 or 2 players)

Level A (Advanced) Practice Material:
Major Scale Quiz
Key Signature Quiz

Continue working on your Rhythm (grade 11) and Jingle (grade 12) compositions. We will share these in class on Friday.

Please submit your contract and course fee to Ms. Simmons ASAP!

Monday, February 2, 2015

Meet the CREATIVE PROCESS.

These are the steps we will be moving through, either formally or informally, with each composition we create.

For our first compositions, we will be following the steps of the Creative Process very formally so you can see how it works. Today, we'll take care of Step 1: Challenging and Inspiring, Step 2: Imagining and Generating, Step 3: Planning and Focusing and Step 4: Exploring and Experimenting.

1. Challenging and Inspiring.
You will be asked to bring in some listening examples. For first year students, you will be asked to find music with a "great beat" or "cool rhythm". For second year students, you will be asked to bring in an example of a catchy jingle. We will discuss these examples together, defining criteria that make a "great beat" and a "catchy jingle".

2. Imagining and Generating
On your own or with a peer, you will start to explore the creative possibilities in Garage Band. For some of you this will not be a new exploration, for others it may. Start to explore the different instruments and synthesized sounds, and start to put together your own "great beat" or "catchy jingle".

3. Planning and Focusing
Together as a class we will discuss the requirements for your first creation assignment. These will be recorded on the board and notated in the next blog post as we continue our explorations.

4. Experimenting and Exploring
Move to a more focused exploration on your own in Garage Band now. Decide what sounds you like, which you don't. What interesting musical aspects you want to incorporate in your rhythm or jingle. Think about the examples we listened to and the requirements we came up with as you explore...

Which leads us to... CREATION ASSIGNMENT #1

Gr. 11 - Rhythm Assignment
1. At least 8-16 bars long.
2. At least 3 different tracks.
3. Bass line.
The goal is create a rhythm that is interesting!

Gr. 12 - Jingle Assignment
1. At least 8-16 bars.
2. At least 4 different tracks.
The goal is to create a jingle that is catchy!

5. Producing Preliminary Work
Now that we know the requirements of our compositions, we can begin to produce our own rhythms and jingles. This should mostly be a solitary task.

6. Revising/Refining
When you have produced a good first product, we will be sharing it with a peer. We will aim to do this by Wednesday Feb 4.

7. Presenting/Performing/Sharing - FRIDAY, FEBRUARY 6


Friday, January 30, 2015

Reading Response #1

Grade 11 (first year in this class): Anti-Online Piracy Bills and What They Mean To Me

Last year, Wikipedia an other sites shut down in protest of SOPA/PIPA, an anti-online piracy bill in the US. In Canada, we have Bill C-11 and Bill C-32 which is similar in scope and focus. Let's learn a bit more about these bills and what they mean to us.

Read the following articles:
Watch at least one of the following videos/presentations:
Once you've read and watched and learned a bit, write a 300-400 (1-2 pages single spaced) reflection on anti-online piracy bills, addressing some if not all of the following questions:
  • What is your basic understanding of these anti-online piracy bills?
  • What are some of the pros and cons of these bills?
  • As a consumer of music and media in your daily life how might these bills affect you?
  • As a creator of music and art in this class, how might these bills affect you?
  • Any other thoughts about online piracy you'd like to share.
Grade 12 (second year in this class): Goal-Setting and Course-Shaping

With the understanding that you are a mature group of musicians who have chosen this credit with specific goals in mind, I'd like you to share those with me. Write a 300-400 (1-2 pages single spaced) reflection addressing some if not all of the following questions:
  • Why did you choose to take AMM this year?
  • What are some of the major things you learned/accomplished in AMM last year?
  • What are some of your goals for AMM this year?
  • What kinds of assignments would be most useful to you? (or, not useful)
  • Any other thoughts you'd like to share about the class and the vision you have for it.
FOR ALL GRADES: Email your completed reflection on or before Wednesday, February 4 to lauren.simmons@tdsb.on.ca

Thursday, January 29, 2015

WELCOME to AMM, January 2015!
I am looking forward to our evolving journey in music and technology this semester.

Grade 11: If this is your first class with me, welcome. I think you'll find I'm pretty straightforward with my goals for you, and if you work decently on achieving them on reasonable timelines, you'll have lots of time for personal exploration and growth in this class.

If you've had a class with me before, welcome back. I look forward to continuing with your on your musical journey.

Grade 12: Welcome back! If it's your second year in this class, we're going to work on making it rewarding and useful for your future post-secondary paths. Oh and fun. Definitely fun.

A few important housekeeping items:
  • Please obtain a USB key to save your work for this class - the TDSB system is not quite trustworthy for keeping track of large files.
  • If you are not able to get a USB key, please try to sit at the same computer every time and save your work in the LOCAL SHARED FOLDER.
  • Your first stop every class will always be this website. We may be using other online spaces for our collaboration, but for now, this blog will be the spot to check for upcoming assignments, etc.
  • Follow our course hashtag on Twitter #LHSAMM for more supplemental material.
For our first day together we'll go over the course outline, a music theory pre-assessment, and do a little online reading and responding.

To begin, please follow this link to complete a little survey for me to get to know you!